<Add Science Learning Activity Types here> Average Speed, Distance & Acceleration Lab (List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Students will view video on
basic concepts of velocity & acceleration. Viewing can be with
computers/hand-held devices or the video can be show using smart
board or ipad- projected in class.
Physics4kids.com
Procedural Knowledge Building
Students conducting the lab will observe and
gather data which can be recorded on a spreadheet, word
processing software or other types of documents. Data will then be graphed.
Phet, classroom.misd.org › graphing_speed.ppt
Knowledge Expression
Using presentation software (Prezi, Glogster, YouTube) students
can demonstrate findings and discuss/debate understanding and concepts.
Prezi, Glogster, YouTube
<Add Stage 1 activity here> Stage 1 Activity: Objective: Students will understand and be able to describe motion and how to calculate the speed of an objet. Will begin to understand that objects accelerate by changing speed and position.
Activity type: Average Speed, Distance & Acceleration Lab. Materials Needed: Tape measure, Stop watch,tape, Data Sheet
Instructions:
Measure distance of 100 ft. Mark with tape.
Chose two studenst to record time. They will record actual time and record data.
Both students begin to time other students as they begin walking the distance at a "normal speed".
Designated student "timers" record total time required to complete the distance.
Students then walk the course backwards and that time is recorded.
All students will participate by walking course (forwards/backwards) and have their time noted and recorded.
Obstancles (chairs) are then placed on course and students must stop and clap hands 5 times before proceeding.
The average seep for each student/direction,scenario will be calculated and recorded.
Speeds will then be graphed.
Online component: Physics4Kids.com
Assessment: Assessment will be based upon students understanding and integration of scientific concepts as demonstrated in their notes/observations/ recorded data/graphs as well as class discussions.
Comment:
Workshop 5 - Developing and Using Web 2.0 Assessment Information
1. What is speed?
2. How is distance measured?
3. Why is a reference point needed?
The students will first have to define speed, distance and reference point. The students will then provide examples of measuring speed and distance and stating the reference point used to make the determination. After, students can post examples, images and definitions using Glogster of how speed, distance and reference points are interrelated. As an example, a Glogster presentation may show a race track starting line, a speed clock and timer with a brief statement of the importance of each. Students will present their Glogster's to the class.
Objectives: Students will be able to understand the definitions/concepts of distance, time, speed, acceleration, velocity, direction and reference point.
Students will also begin to understand the relationship, in particular, between distance, time and speed and the necessity of a reference point.
Standard
MA Curriculum Framework Grades 6-8 General Science Physical Science 11.
Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
Misconceptions:
Students think that distance, time, and speed are independent concepts and that there is no relationship between them.
Task:
Students will work together in groups of 4 to measure and record the distance and time of their race cars which
they have put in motion.
Procedure: 1. Each group will be given a race car and stop watch. 2. From a designated starting point, each team will race their car and note the time the car is in motion. 3. Also, each team will measure the distance of their car and record it. 4. Using the black box as a guide, each team will describe and write on the board what was recorded for their car. The distance, and time. 5. The need for a reference point as well as velocity and acceleration will be discussed.
6. The calculations for distance, time and speed will be done by the class as a whole for each team based on each groups results.
7. Distances and speeds will then be graphed.
Grouping: Students will be grouped into teams of four with various ranges of ability.
Students will write their claims, evidence and reasoning for the relationship between distance, time, speed, and the need for a reference point (which are all on their black box) as well as how velocity and acceleration impact motion. This will be handed in.
Workshop 7 - Lesson Plan Template
Lesson Plan: Speed, Motion & Distance
Your name: Paula Duffy
Lesson Title: Determining Motion
Grade Level: 6th
State Standards: MA Curriculum Framework- Grades 6-8 General Science
Physical Science 11.Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed. Physical Science 12. Graph and interpret distance vs. time graphs for constant speed.
Lesson Question: How can distance be determined and measured?
Introduction: You have all felt yourself moving, but have you ever wondered how exactly you know you have moved? Well, there is a way to prove moment and the speed of movement. During this lesson you will learn how to do that - and prove that something, even you, have moved
Task:
You have all felt yourself moving, but have you ever wondered how exactly you know you have moved? Well, there is a way to prove moment and the speed of movement. During this lesson you will learn how to do that – and prove that something, maybe even you, has moved!
Process:
Students will break into their assigned groups. Each group will read:
2. Each group will designate a walker, recorder, and stopwatch person for each trial. Everyone will rotate roles.
3. The group will agree on a path and tape the beginning and end. Obstacles may be placed. The path will be no longer than
100ft. 4. Students will walk the distance at a “normal speed."
5. Designated student "timers" record total time required to complete path. The average speed for each student/direction and scenario will be calculated, recorded and graphed.
6. Graphs of each groups' data will be posted around the classroom.
8. Each group will present data/results to class and state claim, evidence, and reasoning that motion occurred and
the need for reference points.
Conclusion:
After completing this lesson, students will be able to:
1. Use elapsed time and distance traveled to derive average speed.
2. Recognize and use appropriate units for speed.
3. Understand the need for a reference point to determine motion.
5. Understand the concept of velocity and acceleration.
Graph and calculations
Presentation and writing on claims, evidence, and reasoning that motion occurred and the need for reference points.
Assessment Rubric
Base Rubric for Claim, Evidence, Reasoning, Rebuttal (CERR) Taken From Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing by Katherine McNeill and Joseph Krajcik (2012).
COMPONENT
Claim A statement or conclusion that answers the question asked or the problem posed.
LEVEL 0 Does not make a claim, or makes an inaccurate claim.
LEVEL 1 Makes an accurate but incomplete claim.
LEVEL 2 Makes an accurate and complete claim.
Evidence Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.
Does not provide evidence, or only provides inappropriate evidence that does not support claim.
Provides appropriate, but insufficient evidence to support claim. May include some inappropriate evidence.
Provides appropriate and sufficient evidence to support claim.
Reasoning A justification that connects the evidence to the claim. It shows why data counts as evidence by using appropriate and sufficient scientific principles.
Does not provide reasoning, or only provides reasoning that does not link evidence to the claim.
Provides reasoning that links the claim and evidence. Repeats the evidence and/or includes some scientific principles, but not sufficient.
Provides reasoning that links evidence to claim. Includes appropriate and sufficient scientific principles.
Claims, evidence and reasoning should have been previously taught and practiced. I usually do this the beginning of the school year and have my students use this format when presenting through out the year.
sWorkshop Wiki Page - Paula Duffy
Workshop 2 - MCAS Assessments & Curriculum Mapping
Question #4
Gr8 2011 (speed/acceleration)
(Physical Science -Standard #11)
Question #9
Gr8 2011 (distance-time graphs)
(Physical Science -Standard #12)
These standards are covered in my district in 6th grade and 7th grade.
I introduce and teach these two topics using the following methods:
Workshop 3 - Web 2.0 tools
<embed your video here>
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -<Add Science Learning Activity Types here>
Average Speed, Distance & Acceleration Lab
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
basic concepts of velocity & acceleration. Viewing can be with
computers/hand-held devices or the video can be show using smart
board or ipad- projected in class.
gather data which can be recorded on a spreadheet, word
processing software or other types of documents. Data will then be graphed.
classroom.misd.org › graphing_speed.ppt
can demonstrate findings and discuss/debate understanding and concepts.
<Add Stage 1 activity here>
Stage 1 Activity:
Objective: Students will understand and be able to describe motion and how to calculate the speed of an objet. Will begin to understand that objects accelerate by changing speed and position.
Activity type:
Average Speed, Distance & Acceleration Lab.
Materials Needed:
Tape measure, Stop watch,tape, Data Sheet
Instructions:
Online component: Physics4Kids.com
Assessment:
Assessment will be based upon students understanding and integration of scientific concepts as demonstrated in their notes/observations/ recorded data/graphs as well as class discussions.
Comment:
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Student Tech Survey LinkStudent will need to know the following concepts.
1. What is speed?
2. How is distance measured?
3. Why is a reference point needed?
The students will first have to define speed, distance and reference point. The students will then provide examples of measuring speed and distance and stating the reference point used to make the determination. After, students can post examples, images and definitions using Glogster of how speed, distance and reference points are interrelated. As an example, a Glogster presentation may show a race track starting line, a speed clock and timer with a brief statement of the importance of each. Students will present their Glogster's to the class.
Glogster link:
http://www.glogster.com/
Workshop 6 - Scientific Investigations
Black Box Investigation
file:localhost/Users/pauladuffy/Desktop/DUFFY%20BLACKBOX%20PHY2%20%20.pdf
Stage 2 Activity:
Black Box Activity - Distance, Time and Speed
Objectives:
Students will be able to understand the definitions/concepts of distance, time, speed, acceleration, velocity, direction and reference point.
Students will also begin to understand the relationship, in particular, between distance, time and speed and the necessity of a reference point.
Standard
MA Curriculum Framework Grades 6-8 General Science Physical Science 11.
Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
Misconceptions:
Students think that distance, time, and speed are independent concepts and that there is no relationship between them.
Task:
Students will work together in groups of 4 to measure and record the distance and time of their race cars which
they have put in motion.
Procedure:
1. Each group will be given a race car and stop watch.
2. From a designated starting point, each team will race their car and note the time the car is in motion.
3. Also, each team will measure the distance of their car and record it.
4. Using the black box as a guide, each team will describe and write on the board what was recorded for their car. The distance, and time.
5. The need for a reference point as well as velocity and acceleration will be discussed.
6. The calculations for distance, time and speed will be done by the class as a whole for each team based on each groups results.
7. Distances and speeds will then be graphed.
Grouping:
Students will be grouped into teams of four with various ranges of ability.
Web 2.0 online component:
http://www.brainpop.com/science/motionsforcesandtime/
Classroom materials:
Black Box Worksheet
Paper
Tape
Scissors
Pen/Pencil
Matchbox race cars
Stop Watches
Assessment:
Students will write their claims, evidence and reasoning for the relationship between distance, time, speed, and the need for a reference point (which are all on their black box) as well as how velocity and acceleration impact motion. This will be handed in.
Workshop 7 - Lesson Plan Template
Lesson Plan: Speed, Motion & Distance
Your name: Paula Duffy
Lesson Title: Determining Motion
Grade Level: 6th
State Standards:
MA Curriculum Framework- Grades 6-8 General Science
Physical Science 11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
Physical Science 12. Graph and interpret distance vs. time graphs for constant speed.
Lesson Question: How can distance be determined and measured?
Introduction: You have all felt yourself moving, but have you ever wondered how exactly you know you
have moved? Well, there is a way to prove moment and the speed of movement. During this lesson
you will learn how to do that - and prove that something, even you, have moved
Task:
You have all felt yourself moving, but have you ever wondered how exactly you know you have moved? Well, there is a way to prove moment and the speed of movement. During this lesson you will learn how to do that – and prove that something, maybe even you, has moved!
Process:
- Students will break into their assigned groups. Each group will read:
http://www.physics4kids.com/files/motion_intro.html2. Each group will designate a walker, recorder, and stopwatch person for each trial. Everyone will rotate roles.
3. The group will agree on a path and tape the beginning and end. Obstacles may be placed. The path will be no longer than
100ft.
4. Students will walk the distance at a “normal speed."
5. Designated student "timers" record total time required to complete path. The average speed for each student/direction and
scenario will be calculated, recorded and graphed.
6. Graphs of each groups' data will be posted around the classroom.
7. To help further understanding, groups will use the runner simulation app at:
http://illuminations.nctm.org/LessonDetail.aspx?ID=L417
8. Each group will present data/results to class and state claim, evidence, and reasoning that motion occurred and
the need for reference points.
Conclusion:
After completing this lesson, students will be able to:
1. Use elapsed time and distance traveled to derive average speed.
2. Recognize and use appropriate units for speed.
3. Understand the need for a reference point to determine motion.
5. Understand the concept of velocity and acceleration.
Assessments:
http://www.brainpop.com/science/motionsforcesandtime/
Graph and calculations
Presentation and writing on claims, evidence, and reasoning that motion occurred and the need for reference points.
Assessment Rubric
Base Rubric for Claim, Evidence, Reasoning, Rebuttal (CERR) Taken From Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing by Katherine McNeill and Joseph Krajcik (2012).
COMPONENT
A statement or conclusion that answers the question asked or the problem posed.
Does not make a claim, or makes an inaccurate claim.
Makes an accurate but incomplete claim.
Makes an accurate and complete claim.
Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim.
A justification that connects the evidence to the claim. It shows why data counts as evidence by using appropriate and sufficient scientific principles.
Resources:
http://www.physics4kids.com/files/motion_intro.html
http://illuminations.nctm.org/LessonDetail.aspx?ID=L417
http://www.brainpop.com/science/motionsforcesandtime/
Base Rubric for Claim, Evidence, Reasoning, Rebuttal (CERR) Taken From Supporting Grade 5-8 Students in Constructing Explanations in Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing by Katherine McNeill and Joseph Krajcik (2012).
Teacher Notes:
Claims, evidence and reasoning should have been previously taught and practiced. I usually do this the beginning of the school year and have my students use this format when presenting through out the year.